Supporting first and additional language through story play Avril Brock TACTYC Conference Brighton,...
-
Upload
clifton-farmer -
Category
Documents
-
view
214 -
download
1
Transcript of Supporting first and additional language through story play Avril Brock TACTYC Conference Brighton,...
Supporting first and additional language through
story play
Avril BrockTACTYC ConferenceBrighton, November 2007
This presentation is about: supporting young children’s first and
additional language promoting bilingualism and multilingualism supporting both isolated language learners
and large groups of additional language learners
teachers’ and practitioners’ roles contextualising learning through story play informing policy and practice for English as an
additional language
First and additional language young bilingual children need to feel that their
first language is valued because it is a main constituent of their thought processes
young bilingual children need an environment where they can practice, explore, think and talk aloud in both their first language [heritage language] and the targeted additional language
promoting story telling and story play are excellent media for developing language learning
Bilingual children’s performance may be influenced by insufficient experience with English language
and culture to predict likely objects and events
not being able to identify with the experience in English and cannot call upon appropriate vocabulary and structure with which to express their understanding
a gap between what can be understood and what can be actively produced
Did you know?How long it takes to learn an additional language?
- Any definitions of being bilingual?
- How to interpret BICS and CALP? - Basic interpersonal communication skills- Cognitive academic linguistic proficiency?
- What is semilingualism?
Teachers and practitioners should: match the language to activities and experiences promote specific vocabulary through
opportunities to use, repeat, understand and consolidate
contextualise learning through play, first-hand and active experiences
interest, excite and get the children actively involved in talking and doing
create an atmosphere of fun where children want to participate
support learning through practical resources, visual support and other children
Storying with playscapes landscape of mountains, forest, rocks, river,
fields with papier maché, pebbles, shells, sand and gravel
environment to promote imaginative play and storytelling
the purpose is to get children to tell their own stories
storying through play - developing own characters, dialogue and actions.